Abstract

Most mathematics support initiatives aim to help st
ruggling
or at-risk students. However, studies show that st
udents who avail
themselves of mathematics support vary both in term
s of their ability
and their reasons for seeking extra support. It is
also well known that a
considerable number of at-risk students do not avai
l themselves of
support services. To provide efficient and effecti
ve supports it is
important to have a description of the type of stud
ents attending or not
attending and the reasons why. We present an overv
iew of the initial
findings of two research projects on these topics.
We will discuss
preliminary findings from a study of repeat and non
-repeat
mathematics students which suggests several reasons
(not necessarily
related to ability) why students do not avail thems
elves of mathematics
support. We will also present evidence that at-ris
k first year students
are more likely to attend the Mathematics Support C
entre than
students who are not deemed to be at-risk. However
, a significant
minority of at-risk students do not avail themselve
s of the supports
offered.